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Teaching Math Classically

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  1. Introduction
    Teaching Math Classically—Introduction: How to Teach Mathematics Well (Preview Content)
  2. Lessons
    Lesson 1: The State of Math Education in America (Preview Content)
    3 Topics
    |
    1 Quiz
  3. Lesson 2: How to Improve Math Education in the US
    3 Topics
    |
    1 Quiz
  4. Lesson 3: The Trivium and Mathematics Education
    3 Topics
    |
    1 Quiz
  5. Lesson 4: The Grammar of Mathematics
    3 Topics
    |
    1 Quiz
  6. Lesson 5: Mathematics, Memory, and Retained Learning
    3 Topics
    |
    1 Quiz
  7. Lesson 6: Cultivating a Reflective and Collaborative Faculty
    3 Topics
    |
    1 Quiz
  8. Lesson 7: Strategies for Reforming a Math Program
    3 Topics
    |
    1 Quiz
  9. Lesson 8: Teaching Math with Socratic Dialogue—Part 1
    3 Topics
    |
    1 Quiz
  10. Lesson 9: Teaching Math with Socratic Dialogue—Part 2
    3 Topics
    |
    1 Quiz
  11. Lesson 10: Rhetoric in the Mathematics Classroom
    3 Topics
    |
    1 Quiz
  12. Lesson 11: Taking a Liturgical Audit
    3 Topics
    |
    1 Quiz
  13. Lesson 12: Constructing Mathematical Arguments
    3 Topics
    |
    1 Quiz
  14. Lesson 13: Mathematical Proofs Students Should Know
    2 Topics
    |
    1 Quiz
  15. Lesson 14: The Beauty of Math and Poetic Instruction
    3 Topics
    |
    1 Quiz
  16. Lesson 15: Teaching Math as Storytelling
    3 Topics
    |
    1 Quiz
  17. Lesson 16: Essential Elements for Teaching Math
    2 Topics
    |
    1 Quiz
  18. Lesson 17: Mathematics as a Humanities Subject
    4 Topics
    |
    1 Quiz
  19. Interviews
    Interview: Andrew Elizalde on Math Education
  20. Interview: Andrew Elizalde on How He Became Interested in Mathematics
    1 Topic
  21. Interview: Andrew Elizalde on His Journey into Classical Education
    1 Topic
  22. Interview: Bill Carey on Teaching Math Classically
  23. End of Course Test
    End of Course Test: Teaching Math Classically
    1 Quiz
Lesson Progress
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  • The first priority for comprehensively refining a math program, Andrew says, must be to establish a reflective, collaborative, and professional culture at your school. What obstacles to establishing this culture do you anticipate encountering where you teach? What specific strategies from this lesson could help? How could you be instrumental in implementing them?
  • How was your own educational experience different from the one you are cultivating in your school? If it was very different, have you found it difficult to adjust as you learn new teaching methods and ideas? How has finding ways to modify your own educational approach helped you assisting parents new to the system?
  • What international best practices or teaching reform protocols most appeal to you? Describe any experiences you have had with them, either in workshops or in professional practice. Which would work best at your school, and how can you work to reproduce them more fully there?
  • What are some ways you can promote your school’s “math nerd” culture? What activities or clubs can you launch to bring “recreational mathematics” to the notice of more students?